ERIC ED379311: The Relationship between High School Placement Test Scores, ACT Scores, and GPAs for Central Catholic High School Students.

10 Pages·1993·0.16 MB·English

by  ERIC

DOCUMENT RESUME
TM 022 672
ED 379 311
Smith, Michael J.
AUTHOR
The Relationship between High School Placement Test
TITLE
Scores, ACT Scores, and GPAs for Central Catholic
High School Students.
PUB DATE
[93)
NOTE
10p.
Research/Technical (143)
Reports
PUB TYPE
MFO1 /PCO1 Plus Postage.
EDRS PRICE
Academic Achievement; AChievement Tests; *College
DESCRIPTORS
Entrance Examinations; Correlation; Educational
Assessment; *Grade Point Average; High Schools; *High
School Students; *Private Schools; Scores; Screening
Tests; Standardized Tests; Student Placement; Test
Results; *Test Use
ACT Assessment; Scholastic Testing Service High
IDENTIFIERS
School Place Test
ABSTRACT
Many private schools administer some type of
standardized test to prospective students in an attempt to assess the
student's potential for success in high school. The test results are
used to assist the school in deciding whether to accept the student
in the appropriate
or to assist in the placement of the student
curriculum level. This study examined the relationship between the
composite scores of the Scholastic Testing Service High School
Placement Test (HSPT), American College Test (ACT), and the final
high school grade point average (GPA) for all Central Catholic High
School Students (Toledo, Ohio) in the class of 1993 (GPA for 321
students, ACT for 264). Results indicated significantly high
correlations between HSPT composite scores and GPA as well as HSPT
composite scores and ACT scores. Likewise, the results showed
significant correlation between ACT composite scores and GPA. The
conclusion is that there exists a strong positive relationship
between HSPT composite scores, ACT scores, and GPA for Central
Catholic students. One table lists cases and standard deviations for
variables. (Contains 5 references.) (Author)
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HSPT Relationships
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The Relationship Between
High School Placement Test Scores, ACT Scores, and GPA's
for Central Catholic High School Students
Michael J. Smith
Central Catholic High School, Toledo, Ohio
BEST COPY AVAILABLE
Running Head: HSPT, ACT, AND GPA CORRELATION
2
BEST COPY AVAILABLE
HSPT Relationships
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Abstract
Many private schools administer some type of standardized test to prospective students in
an attempt to assess the student's potential for success in high school. The test results are
used to assist the school in deciding whether to accept the student and or to assist in the
placement of the student in the appropriate curriculum level. This study examined the
relationship between the composite scores of the Scholastic Testing Service High School
Placement Test (HSPT), American College Test (ACT), and the final high school grade
point averages for all Central Catholic students in the class of 1993. Test scores were
obtained from the students' permanent records. Results indicated significantly high
correlations between HSPT composite scores and GPA as well as HSPT composite scores
and ACT scores. Likewise, the results showed a significant correlation between ACT
composite scores and GPA. The conclusion is that there exists a strong positive
relationship between HSPT composite scores, ACT scores and GPA for Central Catholic
students.
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HSPT Relationships
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The Relationship Between
High School Placement Test Scores, ACT Scores, and GPA's
for Central Catholic High School Students
Like many private schools, Central Catholic High School administers a
standardized placement test to prospective students. For some private schools the test
results are the key determining factor as the whether or not the student will be accepted
into the school. Other schools, like Central Catholic, use the test results as one of many
assessment factors in an attempt to place the student in the most appropriate course level
and to identify any skill deficiency which may require special assistance. The process of
assessing a student's potential for success and the proper placement is not easy, especially
since many of the other assessment factors such as elementary grades can fluctuate greatly
from one school to the next. A reliable and valid placement test can greatly assist in the
placement process.
All catholic schools in Toledo administer the Scholastic Testing Service High
School Placement Test (HSPT). The first question raised by the principal and a guidance
counselor at Central Catholic High School is whether there is a relationship between the
composite score on the HSPT and the student's final high school GPA. In addition they
inquired whether there is a relationship between the student's HSPT composite score and
their ACT score and finally they questioned the degree to which the ACT composite
scores relate to GPA. While the principal and counselor have assumed that a positive
relationship exists, that is that high scores on one test correlate with high scores on the
other test, the school has never conducted a formal study. Correlational results which
indicate a significant positive relationship between HSPT composite score and GPA would
reaffirm the school's decision to continue to use the HSPT as one of the key assessment
tools in the placement process. In addition a significant correlation between the HSPT and
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ACT would assist the guidance counselors in assessing student potential and assist in
advi3ing students preparing for the ACT.
The difficulties in assessing a student's potential for success is not uncommon to
colleges and universities as they attempt to use reliable and valid assessment tools in their
acceptance deliberations. Many studies have been conducted examining the use of the
ACT composite score and high school GPA as predictors of college GPA. Results from
such studies indicate that a significant relationship does exist (e g., Myers, 1992). While a
high correlation exists between ACT scores and college GPA, high school GPA may be a
better predictor of college success (e.g., Bontekoe, 1992; Thornell, 1986).
While many studies examine the relationship between achievement tests, high
school GPA and college GPA few studies look at such relationships at the secondary level.
A study of the reliability and validity of using achievement test to predict academic
performance of students over time used multiple regression analysis to show that fourth
grade achievement test scores were powerful predictors of tenth grade performance
(Hotard, 1983). In a similar study, the relationship between the Iowa Tests of Basic Skills
and the Iowa Tests of Educational Development, and high school GPA indicated that a
significant relationship does exist (Loyd, 1980).
At this time, research would indicate that a significant relationship does exist
between ACT composite scores, high school GPA and college GPA. While fewer studies
examine this relationship on the secondary level, research does suggest that a reliable and
valid achievement test can be used to predict GPA at the high school level.The focus of
this study was to answer four relational questions in regard to HSPT score, ACT and high
school GPA.
1. What is the relationship between HSPT composite scores and the final GPA for
Central Catholic students?
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2. What is the relationship between HSPT composite scores and ACT for Central
Catholic students?
3. What is the relationship between ACT composite scores and final GPA for
Central Catholic students?
4. If both HSPT and ACT are significantly correlated with GPA, then which one is
a better predictor?
The following study was designed to answer these four questions.
METHOD
Subjects
The data for the study was obtained from the records of the 1993 Class of Central
Catholic High School. Besides the convenience of access, there were several reasons for
using this class as the source of data for the study. First, the data from the most recent
class was not available at the time of the study. Second, the class of 1992 used a different
placement test then the HSPT and, third, it was the judgment of the principal and
counselor that the Class of 1993 was a good representation of the students who attend
Central Catholic High School.
The Class of 1993 numbered 322 and was comprised of 757 females and 656
males. The racial and ethnic composition was 281 white, 30 black, nine Hispanic, and two
American Indian. The age distribution was 86 were 17 years old, 217 were 18 years old,
and 19 were 19 years or older. A total of nine members of the class did not meet the
graduation requirements and did not graduate, but their scores are included in the study.
Instruments
The focus of the study required the comparison of three scores for each student,
the composite scores from the HSPT, ACT and the final grade point average for all
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members of the class. The HSPT is a standardized placement test developed by Scholastic
Testing Service. The test was administered to members of this class when they were eighth
grade students. The test measures both cognitive and academic skills. The composite score
is the sum of the raw scores on the five tests converted into a standard score. The
composite score is used as the single best indicator of how well a student can be expected
to perform in high school. Test reliability as calculated by the KR 21 method was .96 for
composite reliability and the concurrent validity for composite score correlation ranged
from .70 to .88 ( John Kauffman, personal communication, June 16, 1994).
The ACT Assessment consists of four academic tests which measure ability in
English, mathematics, social studies and natural science. The composite score is the
average of scores of the four tests and is used as a measure of overall educational
development. Composite scores are reported on a scale from one to thirty-six. The ACT
reliability is .96 as determined by the split half method and the predicted validity is .56
with college freshmen GPA ( Dr. James Maxey, personal communication, June 13, 1994).
The GPA used in the comparison study was the final high school GPA.
aQceiirf4
Permission to record the data was given by the principal. All scores were obtained
by recording the data from the students' permanent file. These records are stored on
microfilm in the main office. It should be noted during the recording of the data one of the
student's records was missing and this acco, i.nts for the discrepancy between the number of
students in the class, 322 and the number of students records used in the study, 321.
Results
Table 1 contains the descriptive statistics for each of the three variables in the
study.
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Table 1
Number of Cases, Mean, and Standard Deviation for Variables
Standard Deviation
Mean
Number of Cases
Variable
26.55
52.39
HSPT
305
20.12
3.92
264
ACT
2.66
.77
GPA
321
A Pearson product-moment correlation resulted in a significant positive correlation
between HSPT composite scores and GPA, r = .63, p < .01. A significant positive
correlation was also found between HSPT composite scores and ACT, r = .83, p < .01.
The third correlation between ACT composite scores and GPA also resulted in a
significant positive correlation, r = .70, p < .01. Scatter grams showed a positive linear
relationship.
A stepwise multiple regression resulted in a multiple R of .70 for the ACT variable,
the HSPT variable was not cited.
Discussion
The results of the studyed show a significant positive correlation for all three
relationships: HSPT composite scores and GPA, HSPT composite score and ACT, and
ACT composite score and GPA. The ACT was the best predictor of GPA. These results
are consistent with the research literature which showed that ACT composite scores were
a predictor of college GPA (Bontekoe,1992; Myers, 1992) and that achievement tests can
be used as predictors of high school GPA (Hotard, 1983; Loyd, 1980). It should be noted
that the subjects of this study were fi-om a single class, and while it is believed that this
class is similar to other classes caution needs to be exercised in generalizing the results to
a larger or different group.
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The High School Placement Test is an important assessment tool in the placement
process. The results of the study indicate that because of the significant positive
relationship between the HSPT composite score and the final GPA, it is recommended
that the school continue to use this assessment tool as it places students in the appropriate
level of classes at Central Catholic High School.
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References
Bontekoe, Jon F. (1992). The ACT as a Predictor of College Success at Trinity Christian
College. (ERIC Document Reproduction Service No. ED 355 258)
Hotard, Stephen R. (1983). The Stability and Validity of Academic Achievement. Paper
presented at the Annual Meeting of the Southwestern Psychological Association at
San Antonio, Texas. (ERIC Document Reproduction Service No. ED 234 284)
Loyd, Brenda H. and Others (1980). Relationships of Elementary and Secondary
Achievement Test. Scores to Later Academic Success. Paper presented at the Annual
Meeting of the American Educational Research Association in Boston, MA. (ERIC
Document Reproduction Service No. ED 193 341)
Myers, Richard S., & Pyles, Michelle R. (1992) Relationship_samongEigkSchQD1
Grades, ACT Test Scores, and College Grades. Paper presented at the Annual Meeting
of the Mid-South Educational Research Association in Knoxville, TN. (ERIC Document
Reproduction Service No. ED 353 317)
Thornell, John. (1986). TheCollegeAdmission_Equation. ACT Scores Versus Secondary
School Grade Performance.. Paper presented at the Annual Meeting of the Mid - South
Educational Research Association in Memphis, TN. (ERIC Document Reproduction
Service No. ED 278 687)